New lesson plan: Faraz . TP1 . 22 Sep 2016

Faraz RoshaniZand

Faraz . TP1 . 22 Sep 2016 - upper intermediate level

Faraz . TP1 . 22 Sep 2016
upper intermediate level

Description

In this lesson, students are going to do a jigsaw reading. First, they will talk about a sentence on the board (which is a quote at the top of p.8) and say whether they agree with it or not. Then, they read beginning of two stories and say what they have common. After that, half of class will be A and the other half will be B and then they skim their texts. Then, they read their texts in detail and complete the glossary. Afterwards, they will be put in pairs, A and B and they tell the story in their texts.

Materials

HO1

HO2

HO3

HO1

HO2

HO3

Main Aims

To provide Ss with practice in reading for gist and detail, and in deducing meaning from context through two texts about paranormal happenings.

Subsidiary Aims

To give Ss practice in speaking for fluency.

Procedure (39-49 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The Ss will talk in pairs whether they agree with the sentence below ( which will be on the board). " For those who believe, no proof is necessary. For those who don't believe, no proof is possible." After they finished speaking, I will ask who agrees with that statement.

Pre-Reading (6-8 minutes) • To prepare students for the text and make it accessible

I will show them HO1 and read the title then ask them to read the beginnings of two true stories and then put them in pairs to guess what will happen next. I will monitor them to make sure they are following my instructions.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist reading task

Half of the class will be A, the other half will be B. They read they stories fast and check their guesses. After they have read their stories, I will ask if their guesses were right.

While-Reading #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and reading

They read their texts again and guess the meanings of the underlined words and complete the glossary. They will check their answers in their pair. I will monitor them closely to see which words are problematic for them. After that some CCQs or teaching (going through MFP) might be needed.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

They Ss will be regrouped and will be put in pairs. They will sit face to face and tell what their story was to the person who has not read the same story. I will monitor them while they are working in pairs to make sure they are doing the right task.